本文選題：初中生 + 數(shù)據(jù)分析　； 參考：《貴州師范大學》2015年碩士論文

【摘要】：培養(yǎng)初中生的元認知能力是新時期為培養(yǎng)學生綜合素質(zhì)所提出的新要求。初中生統(tǒng)計部分學習的本質(zhì)就是學生參與數(shù)據(jù)分析活動的過程。元認知能力是影響數(shù)學活動的重要因素,因此數(shù)據(jù)分析中元認知能力決定著數(shù)據(jù)分析活動的質(zhì)量和效率。數(shù)據(jù)分析元認知能力的培養(yǎng),對于數(shù)據(jù)分析能力的提高和數(shù)據(jù)分析觀念的發(fā)展都起到重要的推動作用。本研究對現(xiàn)有元認知理論、數(shù)學元認知理論、數(shù)學問題解決元認知理論進行了系統(tǒng)的梳理和深入的理論分析。結(jié)合關(guān)于數(shù)據(jù)分析觀念、數(shù)據(jù)分析操作過程和數(shù)據(jù)分析教學內(nèi)容的研究,將初中生數(shù)據(jù)分析元認知能力定義為:“數(shù)據(jù)分析元認知就是以數(shù)據(jù)分析觀念為指導,主體對自身數(shù)據(jù)分析思維活動過程,及伴隨這一活動所產(chǎn)生的心理體驗進行監(jiān)控和調(diào)節(jié)的能力�！辈�(shù)學分析中元認知能力的結(jié)構(gòu)與要素進行分析,構(gòu)建了數(shù)據(jù)分析元認知能力的分析框架。它包含3個方面和8個維度即:“數(shù)據(jù)分析元認知認知、數(shù)據(jù)分析元認知體驗和數(shù)據(jù)分析元認知監(jiān)控,總共3個主要因素;又將其細分為:主體性、客體性、策略性、意識性、計劃性、監(jiān)測性、調(diào)控性和反思性,總共8個次因素�！北狙芯吭跀�(shù)據(jù)分析中元認知能力的8維度分析框架下,結(jié)合數(shù)據(jù)分析過程中所涉及的方法、程序、思想等內(nèi)容,在充分觀察、了解、總結(jié)初中生數(shù)據(jù)分析活動的過程后,編制了初中生數(shù)據(jù)分析元認知能力現(xiàn)狀的調(diào)查問卷。采用問卷調(diào)查法、訪談法等科學的研究方法,選取大連市2所不同類型初中的近300名學生為調(diào)查對象,進行了問卷測試,并運用SPSS軟件對得到的數(shù)據(jù)進行定量分析。得到關(guān)于初中生數(shù)據(jù)分析中元認知能力現(xiàn)狀和結(jié)論如下:1、初中生數(shù)據(jù)分析中元認知能力的整體水平處于中等水平,其中計劃性、監(jiān)測性、調(diào)控性和反思性相對水平較低。2、通過分析比較發(fā)現(xiàn),數(shù)學成績與數(shù)據(jù)分析中元認知能力成正相關(guān)關(guān)系,因此數(shù)學成績高的學生數(shù)據(jù)分析元認知能力較高。3、通過比較不同類型學校學生數(shù)據(jù)分析中元認知能力各維度得分后發(fā)現(xiàn),鄉(xiāng)鎮(zhèn)學校學生的數(shù)據(jù)分析元認知能力水平明顯低于城市學校的學生。且不同類型學校與學生數(shù)據(jù)分析元認知能力水平之間存在顯著影響。說明教學水平是影響數(shù)據(jù)分析元認知能力的重要因素之一,換句話說學生數(shù)據(jù)分析能力可以通過優(yōu)化教學水平得到提高。4、通過分析比較不同性別學生數(shù)據(jù)分析元認知能力各維度和總體得分后發(fā)現(xiàn)其差異性不明顯。5、分析表明隨著年級的增高,初中生數(shù)據(jù)分析元認知能力水平也在逐漸提高,且年級與數(shù)據(jù)分析元認知能力有顯著性關(guān)系。得出結(jié)論是,學生的數(shù)學元認知是呈階段性發(fā)展的。最后,本研究根據(jù)初中生數(shù)據(jù)分析中元認知能力所表現(xiàn)出的現(xiàn)狀和分析出的結(jié)論,試提出6點關(guān)于提高初中生數(shù)據(jù)分析能力的培養(yǎng)策略和建議;1、結(jié)合學生元認知和認知特點,循序漸進階段性培養(yǎng)2、創(chuàng)設(shè)數(shù)據(jù)分析問題情境,運用啟發(fā)式教學模式激發(fā)學生的主動性3、強調(diào)反思訓練,鼓勵學生寫反思日記4、運用出聲思維,幫助學生進行數(shù)據(jù)分析元認知訓練5、運用“問題-情境”教學培養(yǎng)問題意識,間接提高數(shù)據(jù)分析元認知能力6、在教學中加強統(tǒng)計思想的滲透,培養(yǎng)學生數(shù)據(jù)分析觀念
[Abstract]:To cultivate the metacognitive ability of junior high school students is a new requirement for cultivating students' comprehensive quality in the new period. The essence of the statistical part of junior high school students is the process of students participating in the analysis of data. Metacognitive ability is an important factor affecting the mathematical activities. Therefore, the metacognitive ability determines the quality of the data analysis activities. Quantity and efficiency. The cultivation of metacognitive ability of data analysis plays an important role in improving the ability of data analysis and the development of data analysis concept. This study systematically combs and analyses the existing metacognitive theory, mathematical metacognitive theory and mathematical problem solving metacognitive theory. According to the analysis concept, the data analysis operation process and the data analysis teaching content, the metacognitive ability of the data analysis is defined as: "data analysis metacognition is guided by the idea of data analysis, the subject is monitoring and adjusting the psychological experience of the data analysis, and the psychological experience associated with this activity." And analyze the structure and elements of metacognitive ability in mathematical analysis, and build an analytical framework for metacognitive ability of data analysis. It consists of 3 aspects and 8 dimensions: "data analysis metacognitive cognition, data analysis metacognitive experience and data analysis metacognition monitoring, total 3 main factors; and it subdivides it into: Subject, objectivity, strategy, consciousness, consciousness, planning, monitoring, regulation and rethinking, there are 8 factors in total. "Under the framework of the 8 dimension analysis of metacognitive ability in data analysis, this study combines the methods, procedures and ideas involved in the process of data analysis to fully observe, understand and summarize the data analysis activities of junior high school students. After the process, we compiled a questionnaire on the status of metacognitive ability of data analysis of junior high school students. By using the methods of questionnaire, interview and other scientific research methods, we selected nearly 300 students from 2 different types of junior high school in Dalian as the investigation object, carried out a questionnaire test and analyzed the data obtained by using SPSS soft parts. The present situation and conclusion of middle school students' meta cognitive ability are as follows: 1, the overall level of metacognitive ability in the data analysis of junior high school students is at the middle level, in which the relative level of planned, monitoring, regulatory and reflective is low.2. The results show that the mathematical achievement is positively related to the meta cognitive ability in data analysis. The metacognitive ability of the students with high mathematical results is higher.3. By comparing the scores of metacognitive abilities in the data analysis of different types of school students, it is found that the level of metacognitive ability of the data analysis of the students in the township schools is obviously lower than that of the students in the urban schools. The teaching level is one of the important factors affecting the metacognitive ability of data analysis. In other words, the students' data analysis ability can improve.4 by optimizing the teaching level. By analyzing and comparing the dimensions and overall scores of metacognitive abilities of different sex students, it is found that their differences are unknown. The analysis shows that with the increase of grade, the level of metacognitive ability of data analysis of junior high school students is increasing gradually, and there is a significant relationship between grade and metacognitive ability of data analysis. The conclusion is that the students' metacognition is progressively developed. Finally, this study is based on the metacognitive ability of junior high school students' data analysis. The present situation and the conclusion of the analysis, try to put forward 6 points of training strategies and suggestions on improving the data analysis ability of junior high school students. 1, combining students' metacognitive and cognitive characteristics, step by step training 2, create data analysis problem situation, use heuristic teaching mode to stimulate students' initiative 3, emphasize reflection training, encourage students to write anti. Diaries 4, using sound thinking, helping students to carry out metacognitive training 5 in data analysis, training problem awareness with "problem situation" teaching, indirectly raising the metacognitive ability of data analysis 6, strengthening the infiltration of statistical ideas in teaching and training students' data analysis ideas.

【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：1828775